ELPS-ParticipantResourceManual.pdf · Language Objective: The most significant thing I ... English language proficiency. For Kindergarten and Grade 1, certain of these student expectations

Participant Resource Manual

ELPS Academy A Framework for ELL Success

2 © Texas Education Agency / Education Service Center, Region 20 ELPS Participant Resource Manual

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ELPS Participants Resource Manual © Texas Education Agency / Education Service Center, Region 20 3

Table of Contents

Graphic Organizer of Chapter 74.4 of the Texas Administration Code .......................... 4

Lesson One ............................................................................................................................. 5Introduction to ELPS Framework and District Responsibilities

Lesson Two ............................................................................................................................. 7Using the ELPS to Write Language Objectives Aligned to the TEKS

Lesson Three ........................................................................................................................12Using the PLDs as a Roadmap of Linguistic Accommodations for ELLs


Graphic Summary

CHAPTER 74.4


Participants will understand how

the implementation of Chapter

74.4 will support ELLs in content

area instruction.

Content Objective:

Lesson 1Introduction to the ELPS Framework and District Responsibilities

Participants will use a graphic

organizer to list the main ideas

found in the ELPS framework and

use sentence starters to reflect

on the responsibilities of content

area educators for ELPS

implementation.

Language Objective:

The most significant thing I

learned in Lesson One was

___________________ .

Sentence Stem:• academic language

• linguistically accommodated

• communicated

• sequenced

• scaffolded

Key Vocabulary:


Participants will understand how

the implementation of Chapter

74.4 will support ELLs in content

area instruction.

Content Objective:Participants will use a graphic

organizer to list the main ideas

found in the ELPS framework and

use sentence starters to reflect

on the responsibilities of content

area educators for ELPS

implementation.

Language Objective:

Lesson 1 Reflection

The most significant thing I learned in Lesson One was…


Participants will be able to

summarize the skills found in

the cross-curricular student

expectations using a graphic

organizer.

Content Objective:

Lesson 2Using the ELPS to Write Language Objectives Aligned to the TEKS

Participants will be able to write

content and language objectives

aligned to the content area TEKS

and ELPS using a variety of

sentence stems.

Language Objective:

Language objectives and

sentence stems are

beneficial…

Sentence Stems:• learning strategies

• alignment

• content-based

• increasing accuracy

Key Vocabulary:


When objectives are… it benefits students because…

How Objectives Benefit Students

aligned to TEKS

displayed

explained

implemented

reviewed


5) Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English;

(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.

How to Read the Cross-Curricular Student ExpectationsCross-curricular student expectations are organized into five categories for second language acquisition:

1. learning strategies

2. listening

3. speaking

4. reading

5. writing

The knowledge and skills statement

describes the intentions of the student

expectations included in this

section.

Each student expectation is listed individually by letter. These expectations must be used for creating curriculum frameworks, creating and documenting lesson plans, and writing language objectives for ELLs.

Note that some student

expectations do not apply for

students at early levels of literacy.


Content Objective:

Who? (Students)

Does what? (TEKS)

How/with what? (tasks, processes, resources, and activities)

Content Objective:

Questions aligned to Content Objective:

Stem:

Who? (Students)

Does what? (ELPS Sudent Expectations)

How/with what? (words, phrases, printed materials)

Language Objective:

Language Building Activity:

Stem:

Language Objective:


Participants will be able to summarize the skills found in the cross-curricular student expectations using a graphic organizer.

Content Objective:Participants will be able to write content and language objectives aligned to the content area TEKS and ELPS using a variety of sentence stems.

Language Objective:

Lesson 2 Reflection

Language objectives and sentence stems are beneficial…


Participants will gain an

understanding of the three

instructional components of the

ELPS and identify an ELL’s language

proficiency level using the

summaries of the Proficiency

Level Descriptors (PLDs).

Content Objective:

Lesson 3Using the PLDs as a Road Map of Linguistic Accommodations for ELLs

Participants will list their comprehension of adapted text related to the PLDs by making connections between a student’s proficiency level and appropriate linguistic accommodations.

Language Objective:

• The PLDs are important because…

• It is important to note that the PLDs…

• Above all, content area teachers must remember to…due to…

Sentence Stems (Tiered Responses):

• adapted text

• linguistic support

• environmental print

• high-frequency words

• content-based abstract terms

Key Vocabulary:


TELPAS Rating

Linguistic Accommodations

ELL Linguistic Accommodations Chart

Listening Speaking Reading

Student Name:

Grade:

Class/Period:

Writing


Linguistically Accommodating Tasks Based on TELPAS PLD Levels

Accommodations for Beginning ELLs

Grade Level/Topic: Content Objective:

Key Vocabulary & Concepts: Language Objective:

Task:

Accommodations for Intermediate ELLs

Accommodations for Advanced/Advanced High ELLs


Participants will gain an

understanding of the three

instructional components of the

ELPS and identify an ELL’s

language proficiency level using

the summaries of the Proficiency

Level Descriptors (PLDs).

Content Objective:Participants will list their

comprehension of adapted text

related to the PLDs by making

connections between a student’s

proficiency level and appropriate

linguistic accommodations.

Language Objective:

Lesson 3 Reflection

Select one tiered response to review Lesson Three:• The PLDs are important because…• It is important to note that the PLDs…• Above all, content area teachers must remember to…due to…

Serving the Educational Community

Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency.

Documents

ELPS-ParticipantResourceManual.pdf · Language Objective: The most significant thing I ... English language proficiency. For Kindergarten and Grade 1, certain of these student expectations